Teaching with Moodle: a (very gentle) Introduction 18 settembre 2013

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1 Dipartimento di Informatica a (very gentle) Introduction 18 settembre 2013 Dipartimento di Informatica 1

2 ACKNOLEDGEMENTS Ringrazio il personale del Polo Informatico 2 del SID, in particolare Giovanni Mandorino, per la loro sollecita e gentile collaborazione 2

3 MOODLE: AN INTRODUCTION Moodle: Modular Object-Oriented Dynamic Learning Environment Moodle from the point of view of the teacher and of the student Let us start...let'us consider the teacher view, to start ask for an account to the people of Polo Informatico SID 2 Login e password For the moment being, temporary credentials, definitive credential at the end of september 2013 Link to Https://moodle.cli.di.unipi.it/moodle Authenticate with the received credentials You will see the list of your course and will be able to create new courses 3

4 MOODLE: AN INTRODUCTION 4

5 MOODLE: AN INTRODUCTION 5

6 NEW COURSE CREATION AND SETTING In the Administration Panel Profile Administration Change password... Site Administration Courses Add/edit course Configuring a new course: Set course properties, most important ones Course format Guest access Groups,... Set up content and activities Enroll students 6

7 COURSE LAYOUT: WEEKLY FORMAT specify a course start date and the number of weeks. Moodle creates a section for each week of your course. you can add content and activities in the section for each week. 7

8 COURSE LAYOUT: TOPIC FORMAT specify a maximum number of topics Moodle creates a section for each topic each topic section consists of activities, resources objective based course, when a course may take different amounts of time to complete. 8

9 HOW TO ENROLL STUDENTS A possible procedure (the exact procedure will be fixed in the next week) Student require to be inserted in the course list to the Moodle administrator Teacher enroll them In the administrative panel of the course, click the Users Button choose manual enrollment you will see a list of users you can choose which users to enroll you can give to each user a role You can allow also guest access by setting one of the course properties. 9

10 MOODLE RESOURCES AND ACTIVITIES Resources: Static Content Resources your learner can read, view and/or listen to, but do not interact with Activities: A resource a student can use to interact with other students and or the teacher. Add an activity or resource: exploit the drop-down menu to add resources and activities remember to turn editor on! you may add activities/resources to the whole course or to a particular week/to a particular topic 10

11 RESOURCES IN MOODLE 11

12 MOODLE RESOURCES Label text/multimedia directly inserted on the course start web page by the standard Moodle editor box may be exploited to insert text and multimedia between other resources/links add the description of a section (may include video/audio) Page: generates a link to a new web page may include images/video and so on video embedding, for instance from youtube go to share this video option under the video in youtube then take HTML code in the tab code to embed select in the standard Moodle editor box the tab for HTML embedding paste the HTML code selected from Moodle 12

13 MOODLE RESOURCES URL File Link to an external web page The link to the file is embedded in the page IMS Content Page a standard for e-learning material makes it possible to store chunks of material in a standard format which can be re-used in different systems, without having to convert the material into new formats. 13

14 EDITING IN MOODLE Whenever you have to perform editing (label, web page activities, wikis, glossaries) you may exploit a rich editing environment 14

15 ACTIVITIES IN MOODLE 15

16 SWITCHING ACTIVITY ROLES Use switch role to see how an activity is seen by different users (for instance teachers and students) For instance, post something on a blog, then see how your students will see your blog Useful as a sand-box to test the activities 16

17 COMMON FEATURES: GROUPINGS Some activities may be performed either in groups or all together To set up a set of groups, in the administrative block Name and description of the group Add registered students When adding an activity you may define its group setting No group: There are no sub groups, everyone is part of one big community. They can see other peoples activity and interact with them. Visible groups: each group works in their own group, but can also see other groups. The other groups' work is read-only. Separate groups: each group can only see their own group, others are invisible. 17

18 MOODLE ACTIVITIES: FORUM Asynchronous communication one or more discussions which are comprised of one or more posts and replies allow subscriptions. When a user subscribes to a forum, all new posts are automatically sent to the address stored in his user profile. easy to keep track of what s happening in the forums without constantly logging in. 18

19 BENEFITS OF EXPLOITING FORUM Asynchronous communication Lot of research indicates more students are willing to participate in asynchronous forum rather than speaking in class non native learners people with disabilities just plain shy offer a chance to take as much time as they need to formulate a reasonable reply. feedback to students shows that the instructor is active in their learning share ideas: encourage critical thinking learn collaboratively exposure to a variety of perspectives promote cohesion 19

20 FORUM SET UP Creating a Forum: Adding a Forum Activity to your course as a whole, or to a topic of your course or to a week of your course Setting proper forum properties Forum Types: A Single Simple Discussion Standard Forum for General Use Each person posts one discussion Q & A Forum 20

21 A SINGLE SIMPLE DISCUSSION Instructor posts one topic Direct the discussion on one forum that the instructor begins One single thread Students are not able to start a new topic: they can reply to the initial post or make follow-up reply to posts of other students Good for a focused discussion because it helps to stay on topic 21

22 A STANDARD FORUM FOR GENERAL USE Instructors can set up a number of topics Student can post a new topic Multiple threads going on simultaneously 22

23 EACH PERSON POSTS ONE DISCUSSION Each student starts one discussion, but they can only begin one Allows the instructor to initiate a thought by posting a paper, a video, and have each student develop a discussion topic Minimal amount of threads may be easier to manage 23

24 QUESTION AND ANSWER FORUM Student will not see other responses until they post their own response Eliminate copying of ideas Note: students have 30 minutes to edit their posts: a Moodle bug? 24

25 SURVEY AND CHOICES Survey and choices: the student may chose among a set of choices Survey: pre-fixed choices Types of surveys: Attitude Toward Thinking and Learning Colles: The Constructive On-Line Learning Environment Survey provides feedback on the effectiveness of certain aspects of on-line learning. other predefined types are available... Choices: the instructor defines the possible choices possible to limit the maximum number of subscriptions for each choice (for instance, useful for letting students join groups) useful to make poll on problems related to the course 25

26 AN EXAMPLE OF CHOICE: ELECTING A REPRESENTATIVE 26

27 AN EXAMPLE OF CHOICE: ELECTING A REPRESENTATIVE 27

28 CHOICE: RESTRICT ANSWERING TIME 28

29 WIKI Wiki: web page that can be edited by many people, a co-created web pages. Wikiwiki: hawanian world which means very quicky, shuttle bus at the airport of Honolulu A wiki is open and collaborative. Collective editing Asynchronous Flexibility and dynamicity Difference with forum, chats Possibility to modify contents inserted by other users 29

30 WIKI IN MOODLE Main idea: open collaborative environment A resource to favour student collaboration P2P interaction Wiki: collaborative web spaces Several types of wikies: Individual wiki collective wiki: inventive to the cooperation 30

31 WIKI SET UP Activate editing, turn editing on Add an activity: wiki Add meta-information on wiki name and summary of the wiki possible to insert video and images to set up instructions for the wiki Wiki type: Collaborative wiki: a wiki that everyone can edit. Only one person can edit page at any moment. Parallel updates possible on different pages Individual wiki: each student does her/his own work and views her/his own page. The teacher can edit the page Groups: for collaborative wikies: No group, separate groups, visible groups Moodle management of groups 31

32 WIKI GROUPS No groups Separate groups There are no sub groups, everyone is part of one big community Each group can only see their own group, others are invisible. Visible groups Each group works in their own group, but can also see other groups. (The other groups' work is read-only.) Groups may be used when different student are working on different parts of the document 32

33 ADDING CONTENT TO A WIKI Functionalities: page creation and management Add a new page Page editing similar to that of dida-wiki possibility of creating sub-pages [[ ]]: different student may be updating at the same time each sub-page attach files Wiki management tools: History Map: allows users to view areas of the wiki such as a list of pages, updated or orphaned pages etc. (orphaned pages are pages not linked to anywhere.) Other Administration tools 33

34 INDIVIDUAL WIKI: TEACHER AND ONE STUDENT Exploit individual wiki for manage an assignment of your student in a interactive way 34

35 TEACHER AND ONE STUDENT: STUDENT VIEW 35

36 TEACHER AND ONE STUDENT: HISTORY 36

37 TEACHER AND ONE STUDENT: COMPARING VERSIONS 37

38 INDIVIDUAL WIKI; COMMENTING 38

39 CHANGE ROLE: STUDENT VIEW 39

40 WIKI FOR TEACHING Group lecture notes: gives students a chance to combine all their notes. Those that missed information can get it from their peers. the group can also decide what information is critical and give it proper emphasis. could be done with the entire class or with small working groups. groups can also compare notes for further discussion and refinement. Group Project Management give students a place to work by creating a wiki with the group mode enabled. each group has its own space to record research, to develop outlines and to create the final product. 40

41 WIKI FOR TEACHING Contribute to other wikis: a teacher might assign his or her class the task of contributing to other wikis on the Web, on any class topic, assigning students to groups and challenging them to collaboratively create an article they would feel confident posting to a public-information space. students will use the course wiki to create drafts of the article they will eventually publish to the community at the end of the semester. Brainstorming a teacher can ask people to submit ideas around a brainstorming topic. People can add ideas as they occur and link to other pages for elaboration. 41

42 ADDING A GLOSSARY The Glossary option adds a flexible way to present definitions (and more) that can be linked through your entire class site. the glossary module provides instructors the ability to develop shared vocabulary lists of words, field-related terms, concepts, or processes which can be enhanced with pictures, audio, video, reader comments, internal and external resources. Example: if you define the term cloud and the word cloud comes up in a forum discussion, the word cloud will appear as a link that will take the user to the definition. 42

43 MOODLE GLOSSARY This feature allows you to create a main glossary and multiple secondary glossaries. Instructors have the option to allow students to add entries to the secondary glossaries. Entries can be anonymous or identifiable, Students can upload files into the glossary using the attachment options and download files from peers. 43

44 SETTING UP MOODLE GLOSSARY 44

45 SETTING UP MOODLE GLOSSARY 45

46 GLOSSARY AS A DICTIONARY 46

47 GLOSSARY FOR AUTO-LINKING 47

48 GLOSSARY FOR TEACHING Assign individuals to research and define specific words, concepts or processes for the course using pictures and other resources Assign students to create a chapter vocabulary list of words, concepts Create a list of abbreviations for the course or field Assign students articles, journals or book reviews and require multimedia to support the review Create a FAQs or murkiest point glossary and have students post to it anonymously, these posts can be used to begin each lesson Aggregate the most influential websites or resources and use it as a bibliography for research 48

49 GLOSSARY FOR TEACHING Feature student work as a compilation of exemplary efforts Produce a tip of the day glossary to help students be successful in the course Develop a motivational quote glossary collected from student assignments, journals, or reading reviews which can be used to begin each lesson Generate a recipe archive Assign students to create a glossary entry where they define themselves using text, images and videos 49

50 ASSIGNMENTS An evaluation activity Flexible management of assignments Different types according to the upload of the assignment online text, single file,... alert to the teacher Availability dates of the assignment Possibility to give feedback to the students grade the assignments attach a response file,... 50

51 ASSIGNMENTS An evaluation activity Different types according to the upload of the assignment online text, single file,... 51

52 ASSIGNMENTS 52

53 CONCLUSIONS Further activities: Chat DataBase Lesson Quiz Survey Workshop will be shown later on 53

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